同伴导师准备对导师-导师一致性的影响：来自专家访谈的见解

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-06-25 DOI:10.1016/j.nedt.2025.106819

Doreen Herinek , Franziska Matthes , Robyn Woodward-Kron , Pia Natalie Gadewoltz , Michael Ewers

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引用次数: 0

摘要

在卫生专业教育中，同伴辅导——同伴辅助学习的一种形式——是支持学生学习的一种常见方法。参与者的社会和认知一致性是影响其成功的关键因素。通过这项研究，我们解决了一个重要的差距：尽管导师在同伴辅导中经常为他们的角色和任务做好准备，但很少有人知道这种准备如何影响导师与学生的一致性。方法进行定性、探索性研究。专家访谈被用来收集数据，这些数据被逐字记录和转录，然后使用反思性专题分析方法进行归纳分析。结果对来自7个国家的15位专家进行了访谈。通过分析，得出了“创造不对称”和“接受异质性”这两个与导师-学生-一致性相关的主题及其相应的子主题。由此衍生出两个额外的主题：“它们都是一样的”和“使它们都一样”。一些专家认为，备课是实现导师与学生一致性的一个阻碍因素，而另一些人则认为备课只是学习者异质性的另一个方面。这些矛盾的立场被参与者提出的平等地培养所有学习者的建议所弥合。他们的建议旨在实现灵活的角色转换，减少不一致的程度，并为所有学习者提供未来职业的相关能力。讨论/结论不对称和异质性的结果表明，专家信息者认为导师的准备会影响社会和认知一致性。虽然准备对自我效能感和认知一致性至关重要，但它可能无意中强化社会等级，从而损害学习成功。为了解决这种紧张关系，所有学生更广泛的参与可以加强社会一致性。此外，在专业知识和接近学习者之间取得平衡需要灵活设计辅导角色。需要进行实证研究，以确定准备门槛，并制定有效的战略，以促进卫生专业教育中的同伴辅导。

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Peer tutor preparations' impact on tutor-tutee-congruence: Insights from expert interviews

Background

In health professions education peer tutorials - a form of peer-assisted learning - are a common approach to support students' learning. Social and cognitive congruence of the participants are key factors influencing their success. With this study we address an important gap: although tutors in peer tutorials are often prepared for their roles and tasks, little is known about how this preparation might affect tutor-tutee-congruence.

Methods

A qualitative, exploratory study was conducted. Expert interviews were used to collect the data, which was recorded and transcribed verbatim before being inductively analysed using a reflective thematic analysis approach.

Results

Fifteen experts from seven countries were interviewed. Two main themes with corresponding sub-themes related to tutor-tutee-congruence were developed from the analysis: “Create asymmetry” and “Accept heterogeneity”. Two additional themes were derived from this: “They are all the same” and “Make them all the same”. Some experts viewed preparation as a hindering factor for tutor-tutee-congruence, while others saw it as simply another aspect of learner heterogeneity. These contradictory positions were bridged by participants' proposal to prepare all learners equally. Their proposal was expected to enable flexible role changes, reduce the extent of incongruences, and equip all learners with relevant competencies for their future careers.

Discussion/conclusion

The results on asymmetry and heterogeneity suggest that the expert informants assume that the preparation of the tutors influences social and cognitive congruence. While preparation seems essential for self-efficacy and cognitive congruence, it can unintentionally reinforce social hierarchies and thus impair the learning success. To resolve this tension, broader involvement of all students could strengthen social congruence. In addition, the balance between expertise and proximity to the learner requires a flexible design of tutoring roles. Empirical studies are needed to determine preparation thresholds and to develop effective strategies for promoting peer tutoring in health professions education.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.